Reblogged from What Ed Said: This week I participated in a workshop on concept based curriculum and instruction presented by Lynn Erickson. We discussed the idea that information is useless unless you can do something with it.
Thinking like an assessor"To get evidence of true understanding requires that we elicit learner judgements made during genuine performance, not just seeing how they respond to easily followed cues that require mere recall ...
... intermediate, and high school levels. Our purpose was to show how nonfiction literature supports inquiry and integration across the curriculum, while at the same time meeting Common Core and content-area standards.
Planboard helps teachers streamline lesson plans, find resources, and collaborate with others. Align with school's schedule. Integrate and track curriculum standards, such as Common Core State Standards, Ontario Curriculums, TEKS, and more.
Students who used longhand remembered more and had a deeper understanding of the material
Laptops do in fact allow students to do more, like engage in online activities and demonstrations, collaborate more easily on papers and projects, access information from the internet, and take more notes. Indeed, because students can type significantly faster than they can write, those who use laptops in the classroom tend to take more notesthan those who write out their notes by hand. Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor.
Obviously it is advantageous to draft more complete notes that precisely capture the course content and allow for a verbatim review of the material at a later date. Only it isn’t. New research by Pam Mueller and Daniel Oppenheimer demonstrates that students who write out their notes on paper actually learn more. Across three experiments, Mueller and Oppenheimer had students take notes in a classroom setting and then tested students on their memory for factual detail, their conceptual understanding of the material, and their ability to synthesize and generalize the information. Half of the students were instructed to take notes with a laptop, and the other half were instructed to write the notes out by hand. As in other studies, students who used laptops took more notes. In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
What drives this paradoxical finding? Mueller and Oppenheimer postulate that taking notes by hand requires different types of cognitive processing than taking notes on a laptop, and these different processes have consequences for learning. Writing by hand is slower and more cumbersome than typing, and students cannot possibly write down every word in a lecture. Instead, they listen, digest, and summarize so that they can succinctly capture the essence of the information. Thus, taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention. By contrast, when typing students can easily produce a written record of the lecture without processing its meaning, as faster typing speeds allow students to transcribe a lecture word for word without devoting much thought to the content.
There are two main reasons that drive us to build online lessons in a slightly different way, by using Learning map: cognitive learning theory and fast - paced world with increasing sensory overload. In this post I will summarize main steps in building interactive online lessons using Learning map format.
So the problem was, how to design and structure the lesson according to cognitive learning theory to ensure, that our learners will stay focused and retain information in this information overloaded world. We found the solution in Learning map which integrates planning, creating, delivering of your lessons, collaboration/communication and evaluation in one virtual canvas. It enables you to pull together disparate bits of information and present them in a memorable and digestible form.
In this post I will summarize main steps in building lessons using Learning map format.
1. Break your lesson into several single information units (SIU)
This article is based on a classroom research using phenomenological approach conducted by the writer at the end of 2009. It addresses the significance of a lesson plan in one particular classroom session conducted by the ...
District 203 to make elemental shift in science Naperville Sun A team of administrators and teachers has outlined for the District 203 School Board the team's efforts to bring the district's science curriculum from kindergarten through high school...
Is Coding the New Literacy? Mother Jones "Computational thinking involves solving problems, designing systems, and understanding human behavior," she writes in a publication of the Association for Computing Machinery.
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